Guest blogger Marilyn Rhames reflects on how education leaders, like Mr. Rogers, should embrace all kids, build a community that kids can love being a part of, and be role models even in the midst of difficult times.

Faith identities influence how people show up to work and school. Giving them space to express their faith is far better than pretending that faith is nonexistent, inconsequential, or unimportant, writes guest blogger Marilyn Rhames.

Guest blogger Van Schoales discusses this week's Denver school board elections, reflecting that elections are a helpful reminder that regardless of who wins, the work continues.

I worry that Colorado, like many states, will expand early education on the cheap, expecting teachers without health-care coverage or a living wage to prepare our youngest children for the future, says Van Schoales.

It is time to refocus on building competency-based schools that work over time rather than forcing top-down laws that end in superficial changes in policy and no change in student outcomes, says guest blogger Van Schoales.

I'm about to take a blog break, so that I can concentrate on some writing that runs more than 800 words a pop. While I'm away, we've got a stellar lineup of guests who've agreed to step in.

Utah Valley University offers career and technical education, associate degrees, bachelor's degrees, and master's degrees under one roof, all for the average out-of-pocket tuition of $1,700.

Choice advocates tend to argue that school choice "works," the public school system is a failure, and moral authority is on their side. There's a much stronger argument.

Rick talks with Keara Mascareñaz, managing partner at Education Elements, who's helped about 1,000 school and district teams work to change their organizational culture.

Even the most promising education innovations often struggle to gain traction. In a new paper, New Classrooms CEO Joel Rose identifies three barriers to innovation and what to do about them.

The opinions expressed in Rick Hess Straight Up are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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